Submitted by​:​ Brittany Bruney​
Grade Level:​ 5th
Subject/Topic:​ English Language Arts/Reading
Comparing and Contrasting Myths across Cultures, Idioms, and Frindle
Novel Study
Rationale​:
Warm-up:​ The lesson allows students to
demonstrate their previous skills in comparing and
contrasting myths between two different cultures
through an independent reading of a Native
American myth of the Big Dipper and a Youtube
Greek mythology video of the Big Dipper.
Picture Riddle: ​The lesson allows students to
interpret pictures to form the idiom and common
phrases.
Frindle: ​The lesson allows students to analyze the Whiteboard/Smartboard
text to find evidence of events/incidents that
foreshadow or give rise to the next part of the story. Dipper and Ursa Major
TEKS Achieved:
● 5.6A: Describe events/incidents that
advance the story and explain how each
incident gives rise or foreshadows future
events.
● 5.6B: Explain the roles of characters and
various functions, including their
relationships and characters.
● 5.9A: Read independently for a sustained
period of time and summarize what the
reading was about.
● 5.3B-Describe phenomena explained in
origin myths and legends.
● 5.11E- Make connections between ideas
within and across texts
● 5.2D: Identify and explain common idioms,
adages, and other sayings.
​ ​CWID:​ ​50080056 
​Mentor Teacher:​ Krenek 
Materials/Equipment: ​(Include the source for any
book, recording, song, game, or idea, in APA
format.)
Story of Native American Blackfoot myth “The Big
Dipper”
Story of the Greek myth “The Big Dipper”
Paper bags with pieces of paper to determine if
they are reading the Native American myth or
Greek myth first
Frindle Book
Reading class journals
Youtube video over the Greek myth story of the Big
(​https://www.youtube.com/watch?v=lDLJCdYzipk&t
=2s​)
Accommodations:
1. Special Education: Read the story to the
child who has dysgraphia. Students with
dyslexia will have oral help in simplifying
the directions and highlighting/underlining
essential information in the text.
2. ELL students will have help with
understanding various words they may not
know the meaning of and will have the
opportunity to use the dictionary. The
students will also have the help of the
teacher to orally give the instructions and
aid in helping them understand unclear
information.
 
Bloom’s Taxonomy: Differentiated Classroom Strategies: Curriculum
Knowledge/Remember Learning: Cooperative Groups Integration:
Comprehension/Underst Auditory Technology Reading
and Visual/Spatial Independent Activities
Application Kinesthetic Lecture
Analysis Verbal/Linguistic Whole-group
Create / Synthesis Intrapersonal
Interpersonal
Mathematic

Objectives:
• The student will recall information/events from the text they have been reading to interpret the meaning
of events and discuss events that may foreshadow upcoming events in the text.
• The student will explain the roles and functions of the characters in the story.
• The student will demonstrate comprehension of the text while reading independently and answering
• The student will explain the events of the myth(s) that led to the origin of the Big Dipper myth.
• The student will compare two myths from different cultures to make connections between the two.
• The student will form and identify idioms that may be heard in common daily sayings.

Lesson Plan:

Have objectives written on board:

Learning Intention:
•​I am familiar with the origin myth of the Big Dipper in both the Native American culture and the
Greek culture. I can compare the two myths from different cultures and make connections between the two. I
can explain the events of the myths that led to the origin of the myth.

•I am familiar with idioms and how they are applied to common everyday sayings.

•I can understand the text, can explain the roles of the characters and their characterization traits,
and can discuss key events that may relate/foreshadow to future events.

Success criteria:
•​I have correctly answered the questions from the Native American myth to demonstrate my skills.

•I have correctly identified the idiom and can use it accurately in a sentence.

•​I have understood chapter 8 of Frindle and can retell a summary of key events, characterization
traits, and can relate
Skills:
Comprehension, Analysis, Create/Synthesize, Evaluation​, ​Understanding

 
 

•​Introduction (Anticipatory Set/Focus/Motivation):

A.) Origin Myths of the Big Dipper between Native Americans and Greeks (​20-30 minutes estimated
time?​):​ Ask students if they remembered the Greek myth of Perseus and how man received fire. For the
warm-up they will be working on reading the Native American Blackfoot myth “Story of the Big Dipper. Make
sure to go over what a myth is with the students again. Definition of myth will be written down on whiteboard
for them to refer to.
Go over what Origin myth means with the class.

Independent:​ Students will come in and draw from the bag to decide which story to start on first. They will
independently read both stories and answer the questions. We will watch a short video clip over the Greek
version of the Origin of the Big Dipper then start on our venn diagrams.
After students are done a video will be presented for them to watch the Greek myth of the Big Dipper. (If time
allows) (Video is 1:51)

• Groups/pairs?:​ Students will break out into groups/pairs, at their tables, depending on what they draw
from the paper bags. Students will either start off reading the Native American myth or the Greek myth.
When students are done they will read either the Native American myth or the Greek myth, depending on
which myth they started reading.
Students will answer the questions on the Native American myth and then read and answer questions
over the Greek myth.
Stories to choose from in the bag:
1. Native American myth
2. Greek myth

B.) Picture Riddle ​(3-5 minutes estimated time)​: ​Show students the Smartboard and have them look at
the pictures.

C.)Frindle Chapter 8 ​(5-10 minutes estimated time)​: ​“Now, let’s see what happens next in our story
between Nick and Mrs. Granger and any other key events so that we can see what happens with the new
word that all of the 5th graders have caught on to using to make into a real word.”
Have students take out the books and turn to chapter 8. I will read to students, or students may read
independently, depending on the class and time.

• Information Giving (Modeling):

A.) Origin Myths of the Big Dipper between Native Americans and Greeks ​(20-30 minutes estimated
time?)​:
Go over myths with the students from the previous week.
“A myth is a traditional, ancient story dealing with supernatural beings, ancestors, or heroes that
serves as a fundamental type in the worldview of a people/culture. The purpose of myths is to
account for the origins of something, explain aspects of the natural world, or delineate the
psychology, customs, or ideals of society.”

Origin myth:
“How something in the natural world came to be or was created”
Independent:
Tell the students that they will work on reading the myth independently and answering the questions, then
we will work together to create a class venn/diagram to compare and contrast myths between two different
cultures over the Big Dipper constellation.
I will demonstrate to students how I would approach the questions. I would go through the answers and
cross out 2 answers that I know are not correct. I would then go back to the text and see if I can find the
answer.
I will model to students how I came up with a similarity and a difference for each portion of the venn diagram,

 
 
then have the students (we/or groups/pairs) do it together.

Groups/pairs?: ​I will show students the paper bags that are in their desks and how they will all draw from
the bag, this will determine which myth they will start on first. Once they are done reading both myths, and
answering the comprehension questions on the Native American myth and the Greek myth, they can start to
illustrate their venn diagrams in their reader's journals over the two myths. I will model the venn diagram and
what is expected in each. Students can work together in their groups/pairs to answer the comprehension
questions together and start on their venn diagrams together.

B.) Picture Riddle ​(3-5 minutes estimated time)​: ​I will model to the students the correct order they should be
looking at the pictures and help them if they are unsure about words being used.
“Bone to pick”

C.) Frindle ​(5-10 minutes estimated time)​: ​I will read to the students chapter 8. If needed, students will
silently read to themselves, depending on class and time.

•​Check for Understanding

A.) Origin myths of the Big Dipper between Native Americans and Greeks ​(20-30 minutes estimated
time?)​: ​I will ask students about the comprehension questions to see what answers they came up with
and any evidence in the text that helped them support their answers. I will ask the students if they
understand the answers or need more help.

Independent:
We will then watch the video and create a venn diagram together to compare and contrast the differences
between the two different cultures and their versions of the myth. I will go around the room as the
students are working on their venn diagrams independently

Groups/pairs?: ​As the students are working on their different myths, I will go around the room to see if
students are having issues with any one issue. If students are having issues I will go to the front of the
class and highlight some key features for them to feature on so that they can finish the questions/venn
diagrams.

B.) Picture Riddle: ​I will go around the classroom and listen in to the groups/partners​ ​and see if they
understand the pictures they are looking at and make sure that they are applying the pictures with the
correct words. If students are struggling I will try to make them connect the pictures with the correct words
for them to propose the correct idiom.
“Bone to pick”: means having an issue with someone and then discussing the issue.
Ask students if they can have a “Bone to pick” with someone if the other person does not get to
the point of the story and decides to “beat around the bush”?

C.) Frindle: ​Throughout the reading of chapter 8 to the students, I will ask students reading
comprehension questions.
If working in groups students will answer questions from Kahoot!
Questions to ask students:

• Guided Practice:
A.) Origin myths of the Big Dipper between Native Americans and Greeks ​(20-30 minutes estimated
time?)​: ​I will go over the instructions with the students. I will show them the text they will be reading and
then the questions they will answer.
For the video portions when we create a venn diagram of comparing/contrasting, I will show them first a
difference, similarity, and a difference in each portion. The students will then come up with their own
similarities and differences between the two stories.
I will watch as the students create their own similarities differences without my help, then have them
share.

 
 

B.) Picture Riddle: ​Students will work in cooperative groups/pairings to discuss the picture idioms. They
will discuss with one another what the possible meaning is of the idiom and where they heard it being
used.
“Bone to pick” means having an issue with someone and discussing it.

C.) Frindle:​ If any key events are present that may foreshadow future events, or any other key text
structures are used, I will prompt the students to the page number and quote the paragraph that is being
used and ask them questions.
If needed, students may read alone and put the responses to

•Check for Mastery

A.) Origin myths of the Big Dipper between Native Americans and Greeks ​(20-30 minutes estimated
time?)​: ​Students will have the comprehension questions answered and will independently be able to
create similarities and differences in the venn diagram. The venn diagrams will be completed with all of
the evidence from the two texts and also from the short 2 minute video that we have viewed.

B.) Picture Riddle: ​Students will be able to form a common saying using the idiom picture riddle given
and be able to explain the meaning on their own. “Bone to pick” means having an issue with someone
and discussing it.
Ask students if they can have a “Bone to pick” with someone if the other person does not get to
the point of the story and decides to “beat around the bush”?

C.) Frindle: ​Students will answer the questions that I am asking them regarding the comprehension of the
text and also be able to write out any key events or any new characterization details for the characters of
the story.
If class/students are independently reading, they will answer comprehension questions as I ask them.

• Independent Practice:
A.) Origin myths of the Big Dipper between Native Americans and Greeks ​(20-30 minutes estimated
time?)​: ​Students will independently read the Native American myth of the Big Dipper, they will then
answer the comprehension questions (as a group/pair?) that go along with the text. The students who
are working in the Greek myth group/pair will read the Native American myth and complete the
comprehension questions. They will then start working on venn diagrams that I will model on the board
first for them.
After the students have watched me model the venn diagram and a similarity and difference, then they did
a quick guided practice, they will be able to finish the venn diagram on their own and share.

B.) Picture Riddle: ​The students will have time to look at the pictures and think about the idiom or
common saying presented. “Bone to pick” means having a problem with someone and then discussing
the problem.

C.) Frindle: ​Students will write down major events from chapter 8 in their reading log. They will also note
any new characterization details that may be noted.
Student's/class may read independently for a sustained time period.

• Assessment/Evaluation:
A.) Origin myths of the Big Dipper between Native Americans and Greeks ​(20-30 minutes estimated
time?)​:​ Informal assessment will be used with the students by asking comprehension questions and
having students read their answers. ​Students will be assessed over the comprehension of the text by
explaining their answers about the origins of the Big Dipper in two cultures.​ Students will also be
assessed using their venn diagrams to compare the two myths to produce the connections between the
two​.

 
 

B.) Picture Riddle:​ ​Informal assessment will be used by asking questions to the students and having
them answer back about how they formed the conclusion and meaning behind the idiom. They are able
to put the phrase “Bone to pick” into a phrase of their own.

C.) Frindle:​ ​Informal assessment will be used by asking the students questions and listening for their
responses regarding key events of the text and foreshadowing events,
-comprehension (if individually reading as a class),
- and be able to explain the roles of the characters in the story and key characterization traits from the
text.

• Closure / Culminating Activity:

A.) Origin myths of the Big Dipper between Native Americans and Greeks ​(20-30 minutes estimated
time?)​: ​After we have gone over all of the questions and created the venn diagram comparing and
contrasting between the two cultures and their myth the students will close their journals and look at the
screen for the picture riddle.

B.) Picture Riddle: ​Students will be prompted to open their Frindle books to chapter 8.

C.) Frindle: ​Students will put their journals away and close their books after we are done reading and
discussing the chapter.

• ​Enrichment/Extension:
A.)Origin myths of the Big Dipper between Native Americans and Greeks:​ If students are done early
they will be asked​ t​o take their journals out and create a venn diagram. I will tell them to label the Venn
Diagram “Native American Myth” and the other side will be titled “Greek Myth”. Students will be prompted
to write down key events from the story out to the side for them to use when creating the venn diagram
later in class.
​If students are done early they can create their own origin myth and illustrate in their reading
journals.

B.) Picture Riddle: ​Students will be asked how they have heard this expression in real life

C.) Frindle: ​Students who have finished with their reading and their journals can start reading chapter 9
and working on the chapter summary, characterization development, and key events in their journals.

• Reteach:
A.) Origin myths of the Big Dipper between Native Americans and Greeks:​ We will go back into the
Native American myth to find specific text evidence to support the answers to the comprehension
questions. If needed, we will rewatch the video again, write down the events of the Greek myth together,
then fill in the venn diagram.

B.) Picture Riddle: ​If the students do not understand the picture riddle and the meaning, I will find a
Youtube video to help support the picture riddle for the day.

C.) Frindle: ​I will have the students go back into the text to find evidence for the comprehension
questions, key events,​ ​and foreshadowing used. Key text structures and any figurative language the
author uses. They will write these events, summaries, and characterization traits into their reading
journal.
• Accommodations and/or Modifications​:
Special Needs: ​Students with ADHD will only have to answer 3 questions from the comprehension
questions. Students who are dyslexic may sit with me, if they are reading independently, so that I can
read out loud to them.
English Language Learners: ​Give students extended time.